Read the Case Study regarding Evaluation on page 19 of the NSDC Standards text handed out in class. In your PLC discuss Discussion Questions 1-3. Have a record keeper in your group synthesize your group's responses to these questions. If your group needed more information, describe what you need to know and how you would go about discovering this information.
1. What are the five levels of staff development evaluation mentioned in the standards? How many levels are regularly applied in your school or district? Initial collection of data on participants reactions, evaluation must focus on teachers acquisition of new knowledge and skill, how that learning affectes teaching and in turn, how those changes in practice effect student learning. In addition, evaluators may also be asked to provide evidence of how staff development affected school culture and other organizational structures. Not all of the levels are present, but some are seen. Usually reactions is applied, but not other levels.
2. Think about the kinds of data to be collected to address the critical questions posed at each level of evaluation. Observations are important at all levels of staff development-observing what is needed, observing if teachers are receptive, observing implementation in the classrooms. Other data is feedback to see how it went, where it needs to go next, and how to fix it.
3. Consider all the people in a district that make staff development decisions and the kinds of questions they have regarding staff development impact and the kinds of data that must be collected to satisfy their questions.
Decision
Makers
Typical Questions
DataSources
forResponses
School Board
Their increased investment is staff development is paying off in improvements of state measures?
Informal assessments they hear at meetings
Superintendent
How can we use data and PD to improve school performance?
1. What are the five levels of staff development evaluation mentioned in the standards? How many levels are regularly applied in your school or district?
Initial collection of data on participants reactions, evaluation must focus on teachers acquisition of new knowledge and skill, how that learning affectes teaching and in turn, how those changes in practice effect student learning. In addition, evaluators may also be asked to provide evidence of how staff development affected school culture and other organizational structures. Not all of the levels are present, but some are seen. Usually reactions is applied, but not other levels.
2. Think about the kinds of data to be collected to address the critical questions posed at each level of evaluation.
Observations are important at all levels of staff development-observing what is needed, observing if teachers are receptive, observing implementation in the classrooms. Other data is feedback to see how it went, where it needs to go next, and how to fix it.
3. Consider all the people in a district that make staff development decisions and the kinds of questions they have regarding staff development impact and the kinds of data that must be collected to satisfy their questions.
Makers
forResponses